COGNITIVISM Michael Sumner
COGNITIVISMMichael Sumner
MAIN MENU The Theory
The Theorists
The Classroom
The Teacher
Sources
THEORY An offshoot of traditional psychological
concepts of thinking, deciding, remembering, etc.
Cognitive psychologists see these activities in how they motivate behavior.
According to the theory, thinking and remembering are the same as behavior, thus measuring their effect on learning is made easier
THEORY – PART 2 The cognitivist paradigm is that the
mind should be opened and understood
The learner is seen as an information processor, for example: a computer
In other words, the information that comes in is processed and then leads to certain outcomes
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THEORISTS Benjamin Bloom
Sough to classify learning behaviors to understand how knowledge is absorbed
Defined cognitive domain as an intellectual level, defined affective domain as personality, and categorized psychomotor domain as student’s physical abilities
Created Bloom’s Taxonomy within cognitive domain
Howard Gardner Developed the theory of multiple intelligences Gardner’s 8 intelligences: linguistic-verbal, logical-
mathematical, spatial-visual, body-kinesthetic, musical, interpersonal, intrapersonal, naturalist
THEORISTS – PART 2 Robert Gagne
Contributed to the cognitive learning hierarchies
Identified 5 major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes.
Identified the 9 events of instruction Allan Paivio
Developed the dual coding theory which assumes that people process information in 2 different ways: processing images and processing of language
THEORISTS – PART 3 Other contributors:
Merrill Component Display Theory (CDT)
Scandura Structural learning
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CLASSROOM Teachers
Should follow Gagne’s 9 Events of Instruction 1 – Gain attention of the learners 2 – Inform learners of the objective 3 – Stimulate recall of prior learning 4 – Present the stimulus or lesson 5 – Provide learning guidance and instruction 6 – Elicit performance 7 – Provide feedback 8 – Assess performance 9 – Enhance retention and transfer
Identify each students’ Intelligence from Gardner’s 8 Intelligences to find ways to reach all their students
CLASSROOM Students
Should, through their classwork, homework, and with or without the use of technology: Complete the described competencies in
Bloom’s Taxonomy Knowledge – recall information Comprehension – explain & predict Application – solve problems, use information Anaylsis – see patterns, organize parts,
recognize hidden meanings Synthesis – use previous ideas to create new
ones Evaluation – discriminate between, judge, and
value ideas Main Menu
TEACHER (ME) My thoughts
This theory, cognitivism, is interesting in the way it pursues the improvement of education.
Educators and psychologists are actively and thoughtfully trying to help students and increase their learning by really seeing and understanding them.
It’s great that there is a lot of emphasis and care for the individual and not as much the whole
TEACHER (ME) Application in the Classroom
To really apply the theory of cognitivism in my classrooms I would first see how each student learns through activities at the start of the school year.
From there I would base the rest of the class and lesson activities on adhering to their unique learning ability
I hope from there I could help them truly learn and retain the information and material of the class
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SOURCES
Integrating Technology in a Connected World – Gary Shelly, Glenda Gunter, Randolph GunterPages 261-266
http://www.learning-theories.com/cognitivism.html